DAY 3 AFTERNOON - JUNE 27, 2007

Describe your teaching.

I teach science, primarily Physical Science and Chemistry. In teaching, I present the fundamental concepts to students - generally through notes in some format (whiteboard, handout, powerpoint) - and then allow students to grapple with mastering these concepts. "Grappling" takes many forms, but essentially centers on some type of active "hands-on" learning.

Both Physical Science and Chemistry employ word problems. My teaching centers on modeling problem solving strategies that will hopefully be useful in the majority of situations students will encounter. I avoid having students recognize problem "templates"; this restricts students to solving only those problems that identically match a certain template, and also requires students to "memorize" certain templates. I attempt to teach more robust problem solving: modeling sound procedure (identifying variables, type of problem, applicable equations) and then assisting (scaffolding) students as they independently practice the problem solving technique. This tends to produce a higher success rate for students, boosting achievement and self esteem.

Group work also is effective in building student mastery of fundamental science concepts. In group work, students learn from one another, providing a useful perspective other than that of the teacher. Group work scenarios often allow students who do not perform well on traditional paper and pencil tests to achieve a higher level of success. Within the group context, students are applying the same concpets they encounter on a traditional test. However, the context of the group work enables more individualized, one-on-one instruction to evolve wth the teacher as well as with other students.